Reflective Change in Physics Alternative Certification

Candidates' Perceptions of Physics and Physics Teaching

Kathleen FalconerDepartment of Elementary Education and Reading

Daniel MacIsaacDepartment of Physics

This research was supported byNSF 0302097 and 0434103.

Introduction Teacher certification

NCLB- definition of highly qualified Teacher Shortages in Physics Alternative Certification as solution to both

problems

Introduction Attitudes and Beliefs about Science and

Science Teaching of Alternative Certification candidates Teacher efficacy (Bandura, 1977) and their

attitudes about science (Ruffell et. al., 1998) may have an effect on how they teach

Mostly Elementary Education Teachers Little known about the especially physics

Alternative Certification Program at Buffalo State

Started with: One tenure-track physics education faculty Physics faculty inc. certified HS teachers including

collaborated with past HS Physics Teachers now faculty in Elementary Education and Reading and Earth Science and Science Education

Several local master physics teachers (WNYPTA community) Currently:

Tech conversion hired 2nd physics education faculty to be hired A dozen local master physics teachers (WNYPTA community)

Alternative Certification Program at Buffalo State

Intensive Summer Academy Courses 2-3 week long 8-13 hours per day maximum 30 participant teachers in course co-taught by master teachers and university faculty physics content and pedagogy integrated teacher and student modes

Grown to five graduate courses Possible 4 courses each summer 2 elementary physics and education courses 2 secondary physics education courses

serving 75-90 teachers this summer drawing participants regionally

Research Questions

What understandings do physics alternative certification candidates have about teaching and learning physics?

There were five sub questions:1. What are physics alternative certification candidates’ perceptions of their understanding of physics content?2. What are their beliefs and values about physics content and physics teaching?

Research Questions3. What are physics alternative certification candidates' perceptions of the teacher’s role in teaching physics and improving students’ understanding of physics content? 4. What are physics alternative certification candidates' understanding of the nature and culture of science?5. How do these perceptions and beliefs inform the physics alternative certification candidates' view of their practice?

Methodology Participants

Interviewed 8 of 16 Alt. Cert. Candidates Two in their first semester in program Four in middle of program Two almost/have completed program Six White Males, One Asian and One

Hispanic Ages range from youngest to oldest in

program Teaching

Methodology Grounded Theory Data Collection

Semi-structured interviews Audio taped and transcribed

Field Notes Grounded Theory

Data Analysis Five Stages

Recursive and on-going Diagram

Diagram One: Data Analysis

Data Analysis

Original Annotation ofTranscripts

Stage One

Re annotate theTranscripts and work onAnalytic Memos

Stage Two

Annotate theField Notes

Reread Transcripts andannotations

Look for re-occurrences and start tomake preliminary “counts”

Open Coding

Stage Three

Start SeekingPatterns

AxialCoding

Integration ofCategories

Look for Similaritiesand Differences

Stage Four

Writing on the themes andprocess of teacher’s conceptionsand beliefs

Comparing

Stage Five

Findings

Themes Elitism vs. Egalitarianism

The Alternative Certification Candidates in the program believe everyone can and should participate in physics courses.

Time and Effort Solving Problems vs.. Conceptual

Understanding Teacher Content Knowledge

Concepts PCK

Findings Good Teaching and Improved Learning

through Reformed Teaching Teacher as a guide and facilitator- The Alternative

Certification Candidates view the teacher role as very different from the traditional role, many cite examples from the program’s course instructors.

The program helps the Alternative Certification Candidates develop a better understanding of physics.

The Physics Alternative Certification Candidates viewed the traditional teaching of science, especially physics, as poorly done, now that they have seen different ways of teaching and realized how much introductory physics content they learned this way.

Discussion and Conclusions Successful Physics Alternative

Certification Candidates Prior to the Program don’t know their own physics although they are

well-educated (not news) don’t know about research based instructional

methods (very traditional views of pedagogy) don’t know that they don’t know these things

(self image, delicate politically and challenging attitudinally). Arrive expecting ‘tune-up’ and class management

Discussion and Conclusions Successful Physics Alternative Certification

Candidates After Participating in the Program successful candidates change quickly when they see

student centered instruction (see a better way) and view and experience (via PER instruments and readings) research on same

successful students quickly recognize own limited physics understanding after reformed courses with incorporated reflection (frequent shock; some anger)

successful candidates grow sophisticated vocabulary regarding reformed physics instruction and how students learn (discourse is a big feature)

Discussion and Conclusions Successful Physics Alternative Certification

Candidates After Participating in the Program surprisingly egalitarian view of physics learning (all

can learn with time and adequate effort) surprisingly strong and insightful at real world,

practical everyday examples and applications of physics, seemingly stronger with more professional experience

Note: Success is defined by continued participation in alternative certification program.

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